BANANA OAT PANCAKES RECIPE

Written on February 10, 2021. Posted in Blog.

Cooking is a great activity to do with children. Its hands-on, messy, and allows them to be creative and have a sense of achievement.

With Pancake day approaching, here is a great recipe to follow with the kids.

Ingredients

125ml milk
2 eggs
1 small banana
100g rolled oats
2 tsp baking powder
few drops vanilla extract
oil
low-fat yoghurt, fruit to top
maple syrup or honey for extra sweetness

Method

STEP 1

Put the milk, egg yolks, banana, oats, baking powder and vanilla in a blender and process to as smooth a mixture as you can get. Whisk the eggs whites until they hold stiff peaks. Whisk 1-2 tbsp of the whites into the batter, then fold in the rest.

STEP 2

Heat a non-stick pan over a medium heat and spray with a whisper of oil, pour about 2 tbsp of batter into the pan and cook for 1-2 mins, until the base sets and bubbles appear all over the top. Flip and cook the other side for a minute. Repeat in batches, making sure the top looks dryish before attempting the flip, or the centre will collapse.

Children’s Mental Health

Written on January 27, 2021. Posted in Blog.

Children’s mental health is a topic that we are all discussing right now with Children’s Mental Health Week just around the corner as well as the impact that the current lockdown is having on the nation’s children.

Helping children deal with their emotions at any time is so important but even more so during the current climate. Everything these children know and love has been taken away from them and it can be hard to explain to some of them why these things have had to happen. It is important that we listen to what they have to say and take notice of any changes in their behaviour – their mental health could be more impacted by events going on around them than you realise.

There are many ways we can help our children deal with their emotions but why do our bodies react in the way that they do? Our brain and nervous system are there to control our bodily functions – the brain is basically a ‘super computer’ which controls these functions and our nervous system is the ‘network’ which sends messages from the brain to different parts of the body. Likewise, the nervous system feeds back to the brain. If a threatening situation occurs or our body feels stressed, then this will be fed back to the brain and it will react in accordance.

With early childhood being such a critical time period in a child’s life, it is important that we help children learn to self regulate when it comes to things such as stress and trauma. Everyone goes through stress and we all have ways to deal with it but a child needs help to determine the stress they are facing and how to deal with it.

There are three types of stress in childhood, studies say- positive, tolerable and toxic. Positive is necessary and is what helps people to function completely even under threat. Tolerable means it can be slightly more intense but is usually over quickly and whilst not easily forgotten, usually easier to get over. Toxic stress is a stressful experience that is long and very intense and most children find this difficult to handle on their own. Prolonged exposure to this type of stress can lead to permanent emotional or developmental damage so it is vital children do not get to this point if avoidable. The brain is a very delicate organ and unwanted toxic stress can potentially do untold damage.

To deal with these stressors, many children have developed the skill of self regulation. Self regulation is the ability to manage our emotions and behaviour to suit the situation. Many children will struggle with this in their earlier years but will usually develop the ability over time. As adults, it is also our responsibility to help children who haven’t yet developed these skills at the normal age. Self regulation means resisting highly emotional reactions – a younger child may have a massive tantrum in a certain situation whereas an older child will avoid having one.

As well as teaching self regulation, what else can we do to help children deal with those big emotions that come their way?

Let Them Talk About Their Feelings

Make sure your child knows that they can come and talk to you about what they’re feeling, no matter what it is. Use easier words for younger children such as happy or sad but as the children get older, use more difficult words that describe the situation better – anxious, irritated or disappointed are a few that could be used. Listen to what they have to say and work out how you can alleviate their fears.

Work Out What Is Causing Their Emotions

Sometimes it can be difficult to pinpoint exactly what is causing these emotional outbursts so it is important to identify the root cause. It may be something simple that no one has considered but once you know, it can be dealt with in the relevant manner.

Talk About Mental Health

For many years, mental health was such a taboo subject but it is now a topic that is talked about often. That being said, we can always do more to talk about it and raise awareness of it, especially when it comes to the nation’s children. By teaching them about mental health and what signs to look for, it may just help a child who didn’t know what was happening to them and were too scared to ask for support.

Teach Them How To Cope

As well as teaching children the ability to self regulate, there are also other ways you can help them to cope in negative mental health situations. By developing a bank of coping skills, they will find it easier to identify something that may trigger them and can remove themselves from the situation before it gets too much.

Be There For Them Emotionally

It is one thing for an adult to listen to what a child has to say but another to be there in an emotional sense. Letting them know how proud you are, showing them affection and acknowledging how they feel is a great way to show that you support them and lets them know that you know what they are going through.

Let Them Express Themselves

Children’s Mental Health Week itself has a theme for 2021 which is Express Yourself. Letting children express themselves through the medium of art, writing, dance or photography, among other creative ideas, is a great way to get them to share their feelings without directly coming out and saying what they are feeling. It is a great way for somebody to show who they are and what they think of the world around them.

It is so important to give our children the time they need and help them to identify any problems with their mental health at the earliest opportunity to avoid potential problems. By talking, expressing and even developing coping skills, children will be better equipped to deal with the hands life deals them.

Do you enjoy learning about child development, take a look at our range of courses designed for childcare professionals, parents and guardians.

Mindfulness in Early Years

Written on January 11, 2021. Posted in Blog.

Mindfulness is such an important topic in today’s busy world. Early Years Practitioners can provide children the best opportunities to learn and use their natural skills in mindfulness to develop happiness, calm, focus and emotional wellbeing. Jon Kabat-Zinn coined the term mindfulness with a definition that is well regarded today in the field of education. He defines mindfulness as “paying attention in a particular way on purpose, in the present moment, and non-judgmentally.”

The ability to self-regulate and manage a range of emotions gives children self-confidence in their daily life to manage different social contexts that they may encounter, preparing them from a young age to express their thoughts and feelings.

Here are some easy to implement, fun and effective mindfulness activities, techniques and tips that you can introduce to children during the day as part of the daily routine in your setting. These activities are designed to be implemented as and when required spontaneously when you think that a child or group of children will benefit from such an intervention.

Activity One: Just One Breath

Find a relaxing place indoors or outdoors for children to sit and set a timer for 1-2 minutes. It will take time for children to settle so allow at least 5 minutes in total for this activity.

Ask children to sit and start to notice how they feel. How do their legs, arms, tummy, and head feel? Ask them to notice any sounds they can hear around them. When the children are settled and connected with their breath, ask them to take a big breath in and then blow out, (“like a dragon blowing out fire, making a whoosh sound.”)

Ask them to take another breath imagining their belly puffing up like a big balloon then let it all go! Let this continue for a few more breaths, repeating the words inhale, exhale or breathe in and out.

Benefits: This brings feelings of calm and quiet if it has been a busy morning or afternoon. Improves brain function and wellbeing for children and concentration.

Activity 2: Sunshine Heart Pose

Practice this simple moving activity with a child or small group of children. Slowly raise your arms forwards, out to the side and then up to the sky. Look up and reach for some sunshine, hold this in your hand and bring it down to your heart centre. Pause, take a soft breath the air in through your nose and out through your mouth and relax.

Benefits: Children feel the air being pushed forwards, to the sides and upwards as they move their arms and hands. This silences the mind and helps it to focus.

Activity 3: Create a Calm Cave or a Calm Corner

Gather a group of children together and plan an area of the nursery, home or classroom to create a calm cave as a quiet place for relaxation. Use a range of materials to create the cave so that children are integral to the process. Include a range of cushions, soft colours and natural materials to enable a calming environment, with music CDs for children to rest and feel calm in.

Benefits: Quiet spaces for children will provide them with opportunities during the day to go and rest.

Activity 4: Morning Mantra for All

Starting the day at nursery or reception class for children can be a tearful, upsetting or key transition that they encounter in their day. Therefore starting the day using positive words and instilling positive thoughts is beneficial to their wellbeing.

Therefore start by asking children to sit in a circle, with nice straight backs. Encourage children to close their eyes and start to notice how they feel, taking a few deep breaths – breathing in and breathing out. Do they feel calm?

Then say the following words together:

I am feeling calm; I am happy; I am healthy; I always do my best; I am kind and caring;

Benefits: It is important for adults to praise children using positive language and also encourage children to learn positive words and let them think good thoughts.

Written by Yasmin Mukadam

Did you enjoy reading this blog? If you want to learn more about neuroscience, focusing on the early years from birth to 7 years old, then take a look at our NCFE Cache Level 2 award – Introduction to Neuroscience in Early Years.

Developing Imaginative and Creative Play Opportunities

Written on January 11, 2021. Posted in Blog.

Developing Imaginative and Creative Play Opportunities

By Yasmin Mukadam

Imaginative and creative play is a natural and essential way for children to learn about the world around them. It engages the whole body and mind — from sensory exploration to fine and gross motor skills — helping children express themselves both verbally and non-verbally. Through play, children use their muscles, activate their senses, and interact with their environment, all of which support healthy physical growth and neurological development.

As we step into spring and look ahead to Earth Day, it’s the perfect time to refresh play opportunities with nature-inspired themes and creative spaces that encourage development — away from screens and into the world of imagination.

🌍 Imaginative Role Play and Creative Set-Ups

Outer Space:
Children can become astronauts, aliens, or even the first explorers on a newly discovered planet. Use recycled materials to create a spaceship and different “space stations.” Encourage missions to explore imaginary worlds or defend Earth — an opportunity to blend science, storytelling, and problem-solving. This kind of play encourages spatial reasoning, social interaction, and abstract thinking.

Doctor’s Office, Hospital or Veterinary Clinic:
Use this scenario to introduce the roles of different medical professionals, alongside the basics of first aid. Support children in creating a GP surgery or vet clinic using dolls, soft toys, and play medical kits. Add paper forms, cardboard x-ray machines, and even make a waiting area. This environment supports empathy, role understanding, and early literacy through mark-making.

Restaurant:
Creating a play restaurant or kitchen lets children explore familiar routines and social structures, while also building numeracy and literacy. Provide props like plates, play food, and empty boxes. They can design menus, take orders, and role-play as chefs or waitstaff. This type of role play helps them understand sequencing, cooperation, and daily life routines.

🎨 Creative Arts and Messy Exploration

Drawing & Craft Activities:
Designate a space filled with varied materials — felt pens, crayons, glue, feathers, ribbons, and recycled items. Offer different paper types and colours. Encourage open-ended creation: cards, collages, models. Creative arts strengthen fine motor development, self-expression, and executive functioning.

Messy Play:
Offer an area where children can freely explore with water, sand, foam, paint, pasta, clay and more. This form of sensory play is deeply therapeutic, fostering emotional regulation while building cognitive understanding of texture, form, and cause-and-effect.

Painting & Playdough:
Both painting and modelling support expressive freedom. Provide a variety of brush sizes, colours, tools, and natural materials (leaves, sticks, flowers) to enrich the creative process. Making their own playdough with natural dyes or seasonal scents adds a further sensory element, encouraging focus and imaginative play.

🌱 Construction and Small World Play

Construction and small world activities allow children to build narratives, experiment with structures, and explore real-world systems in miniature form. Some useful props include:

Nature-themed sets: farm animals, insects, sea creatures, birds — perfect for spring and Earth Day themes.
Transport and emergency vehicles: cars, boats, helicopters, ambulances, trains.
Building materials: blocks, LEGO®, wooden shapes — ideal for creating environments or infrastructure.
Role play resources: toolkits, telephones, laptops, dressing-up costumes, soft toys.

These materials allow children to explore physical and social dynamics, practice sequencing and logical thinking, and develop symbolic play — a precursor to advanced cognitive development.

Creative and imaginative play is not simply enjoyable; it is essential. It builds a child’s confidence in expressing themselves, nurtures their emotional intelligence, and supports foundational learning in literacy, numeracy, science, and the arts — all within a safe and exploratory environment.

As adults, our role is not to direct but to observe and sensitively support, offering space and time for sustained play, while ensuring the environment is safe and appropriate to the child’s age and developmental stage. It’s important to give children the freedom to lead their own creative journeys.

Emotional Literacy in Early Years

Written on January 11, 2021. Posted in Blog.

As Early Years Practitioners, a priority for us when caring for children is to ensure that they lead healthy, happy lives. However, like everyone, children experience emotional ups and downs dependent upon stressors in their daily lives, including transitions (such as starting a new nursery, changes in the home environment), a new daily routine, frustration learning a new skill such as sharing, reading, drawing, verbal communication, learning language, jumping, running or riding a bike.

From birth, children start to develop the full range of basic human emotions, identified in the 1970s by psychologist Paul Eckman, as happiness, sadness, fear, surprise anger, excitement, embarrassment, shame and disgust.

These emotions have an influence on how children live and interact with others. Inability to manage emotions can lead to poor relationships later in life, or even violent, abusive or aggressive behaviour.

The Early Years Foundation Stage (EYFS) recognises that a cornerstone of effective learning and development is a child’s ability to socialise and express their feelings and emotions. Personal, Social and Emotional Development (PSED) has been identified as one of three prime areas of learning within the curriculum. However, what does this mean for early years settings and what steps can practitioners take to help nurture a child’s emotional development?

Babies and children are influenced by the people they are with. As Early Years Practitioners we need to help provide children with the skills and confidence to manage their emotions both within the setting and at home. Children and families are faced with many challenges nowadays: fast-paced lifestyles, both parents working or one parent raising the family, healthy eating, poverty, bullying, high crime, and much, much more.

Upon reflection does the learning environment, interactions with adults and learning opportunities within your setting support the emotional literacy skills of babies and children?

WHAT IS EMOTIONAL LITERACY?

Theories of emotional and social intelligence have been around since the 1920s. In the 1970s, American developmental psychologist Howard Gardner’s multiple intelligence theory transformed thinking about the relationship between emotions and learning. In the mid-1990s, psychologist Daniel Goleman coined the phrase ‘emotional intelligence’, based on the work of influential researchers Peter Salovey and John D Mayer.

Daniel Goleman has suggested that there are five components critical to emotional intelligence. His book Working with Emotional Intelligence by Daniel Goleman (Bloomsbury) outlines these five domains of emotional intelligence as:

While the term emotional literacy is still relatively new, the importance of helping children to recognise, understand and express their emotions continues to gain traction. Experts believe that emotionally literate children are more able to:

empathise with others
build quality relationships
develop independence and self-confidence and,
attain more academically

Parents and Early Years Practitioners can help by modelling emotionally literate behaviours so that children can learn how to express their emotions in a healthy way.

STRATEGIES FOR CREATING AN EMOTIONALLY LITERATE ENVIRONMENT

Children experience a lot of emotional ups and downs, just like adults. Developing their emotional literacy is a key skill to enable them to feel confident when expressing their feelings. As practitioners, taking time to establish a sense of belonging for each child helps to create an inclusive and caring environment. The Early Years Foundation Stage states that both babies and children experience emotional well-being when their needs are met and their feelings are accepted.

5 strategies for an emotionally literate environment

Scaffold learning: It is important to make each child feel valued. Be an active listener and follow children’s conversation without interrupting. Give them time to think and formulate their thoughts, questions or ideas, and involve them in decisions about what to choose to do, developing their interests and recognising their achievements. Developing emotional literacy is essential to children’s learning and development, supporting them to identify and communicate their feelings by expressing your feelings to help children identify and understand theirs. Make a point of talking out loud about your feelings. For example, say, ‘Oh dear, I have lost my keys, that is really frustrating.’
Provide a nurturing environment: Smile, welcome and greet children to ensure a smooth transition to the day. Work within the principles of the EYFS to plan experiences that are age and stage appropriate for the children so that they gain confidence and independence at mealtimes, getting dressed or trying new activities. When children feel emotionally safe and secure, they are happier an more comfortable expressing their emotions.
Involve parents and carers: Encourage adults to support children to develop vocabulary to describe their own emotions and to share their experiences with children. Modelling in positive ways how to manage their own emotions. For example, using ‘feeling’ words to acknowledge and label emotions such as, ‘I am feeling very tired today.’ Then model strategies such as sitting quietly, taking a deep breath or going for a walk to manage the stress.
Develop children’s interests: Involve children in choosing what they would like to do so that they gain independence in making choices. Be patient as they talk to you so that they feel confident taking risks and sharing their feelings and frustrations. Offer experiental play opportunities such as junk modelling, painting, songs, rhymes, building and role play scenarios as wells as circle time to enable children to express their feelings.
Opportunities to express emotional language: Show children pictures of ‘feeling faces’ that they can imitate or talk about. Older children might describe a time when they experienced those feelings. A fun extended activity is to give children handheld mirrors so that they can look at their own faces and create a range of expressions of emotion.

FURTHER READING

Emotional Intelligence: Why it Can Matter More Than IQ by Daniel Goleman (Bloomsbury)
Emotional Literacy in the Early Years by Christine Bruce (Sage)
How To Talk So Kids Will Listen & Listen So Kids Will Talk by Adele Faber and Elaine Mazlish
Working with Emotional Intelligence by Daniel Goleman (Bloomsbury)

Written by Yasmin Mukadam

Effects of exercise on memory and learning

Written on October 20, 2020. Posted in Blog.

It is generally agreed that regular exercise helps people stay fit and healthy in a variety of ways, for example, by improving flexibility, muscular strength, and cardiovascular function. We also know that exercise may have a positive effect upon mental health and wellbeing by triggering the release of endorphins – hormones that help reduce symptoms of anxiety, emotional distress and physical pain. However, a recent review of studies into the effects of exercise upon memory revealed that short bursts of physical activity may also help improve cognitive function and facilitate learning.

Entitled ‘Effects of a single exercise workout on memory and learning functions in young adults’ by Peter Blomstrand and Jan Engvall, the review was published in August 2020 in Translational Sports Medicine¹. It analysed findings that were based upon a single, short workout of moderate to high intensity undertaken by young adults aged between 18 and 35 years and lasting between two minutes to one hour. Researchers had discovered that a short burst of aerobic exercise taking place immediately prior to a study period and followed by a brief recovery time resulted in improvements to numerous cognitive functions, including attention span, short term memory, long term memory, verbal eloquence, and problem-solving skills.

Although the studies had researched the positive effects of exercise upon young adults, Blomstrand and Engvall explained in their introduction how physical activity also provokes beneficial changes within children’s brains with consequential positive outcomes for their cognitive abilities and learning behaviours. For example, when children engage in aerobic exercise, there is evidence of greater blood flow, blood volume and neuroplastic function in the hippocampus area of the brain – an area key to information processing and retention.

Furthermore, while the results from the various studies had outlined positive cognitive effects of activities comprising walking, running, or cycling, the review suggests that other forms of exercise would be equally beneficial to the participants.

In conclusion, the authors of the 2020 systematic review were keen to emphasise the ‘important education-related implications’ of empowering students to use physical exercise as a brain-boosting strategy to enhance recall and retention.

_{¹ available at: https://doi.org/10.1002/tsm2.190}

Attachment

Written on October 12, 2020. Posted in Blog.

Theories describing the nature of interactions between infants and caregivers are often attributed to British psychoanalyst John Bowlby (1907-1990). Bowlby was interested in how the quality of these early interactions impacts the emotional well-being of children and their subsequent ability to form stable and fulfilling relationships. Research has shown that children who do not form secure attachments in early childhood are at greater risk of developing negative behaviours in later childhood, adolescence, or during their adult years.

How to recognise secure attachment

Infants who demonstrate secure attachment patterns typically become upset when separated from their caregivers and show delight when they return. When frightened or distressed, they readily turn to their caregivers for reassurance and comfort.

As they mature, children who are securely attached are generally more likely to show resilience, positivity towards others, and success at school. Their high level of self-esteem means they can trust and respect not only themselves, but also other people. For example, they feel secure enough to see a different perspective, and they do not feel immediately defensive when others take a different point of view to their own.

How to foster secure attachment

Infants typically pass through four significant stages of attachment. By recognising these stages, we can help children ease through any particular phases of emotional distress and enable secure attachment patterns and behaviours. Caregivers who respond reliably and appropriately to an infant’s early needs help nurture a sense of trust and security and provide a reliable base from which the child can explore the world.

Pre-attachment is the period from birth to 6 weeks when the baby does not show preference for any specific caregivers. At this stage, reliable responses to infants’ physical needs such as hunger and tiredness help alleviate their distress. Furthermore, providing food and comfort for the infant at the right times helps mitigate the stress induced by prolonged loud crying. As a consequence, the welcome moments of calm that are achieved when soothing a crying baby initiate the bonding process by encouraging the caregiver to remain close by, where he or she can quickly and smoothly fulfil the baby’s needs.
Indiscriminate is the timespan from 6 weeks to 7 months. Through the sense of smell and emerging skills such as recognition of faces and voices, babies begins to bond with those who have become more familiar to them, and they begin to show signs of preference. For example, the baby may smile readily at mum but as yet, there are no smiles for grandma. It is during this phase that infants begin developing trust in their primary caregivers, for example, by being more easily soothed when held by dad than by granddad.
Discriminate is the phase of development from about 7 months, when the infant begins to display a strong preference for, and attachment towards one particular caregiver, for example, mum. At this stage, the infant may experience separation anxiety (e.g. becoming highly distressed when mum leaves the room) and/or stranger anxiety (e.g. clinging to mum when someone unfamiliar to the baby is welcomed into the family home).
Multiple is the stage from about 10-12 months when the child begins to develop closer bonds with other caregivers, such as grandparents. Furthermore, rapidly improving cognitive abilities and language skills support memory development and comprehension. The enhancement of these important skills brings fresh awareness and growing confidence to the child who can henceforth be encouraged to enjoy social encounters with new people and within new locations and situations.

Where Love and DNA Meet: Navigating Nature and Nurture Together

Written on September 13, 2020. Posted in Blog.

Where Love and DNA Meet: Navigating Nature and Nurture Together

By Marija Lobanova

The age-old debate of nature versus nurture has intrigued scientists, philosophers, and caregivers for centuries. Are we born as blank slates, shaped solely by our experiences, or does our genetic code determine the people we become? As a professional interested in human development and a mother of two, I find myself reflecting on this question daily. When we consider the development of infants, the answer is both profoundly complex and beautifully simple: nature and nurture are inseparable forces, dancing together to shape a child’s mind, emotions, and future. This realization brings both a responsibility and an opportunity for those of us who care for children—as parents or childcare professionals—to recognize the role we play in their development.

Yes, we do not know exactly where nature ends and nurture begins. However, I choose to believe that my active presence is essential for my children, perhaps more so than it really is. Reflecting on my role as a parent, I am reminded of an anecdotal story about Niels Bohr, the father of quantum theory and a Nobel Prize winner in Physics, and his “lucky” horseshoe. Bohr had a horseshoe hanging above his front door, and when a surprised visitor asked if he believed in its superstition, Bohr replied, “Of course not. But I have been told it works whether you believe in it or not”

In the same way, I choose to believe that my presence, actions, and expressions of motherhood truly matter. I choose to believe in the power of my role as a parent and caregiver—not because growing scientific knowledge is providing us with more thorough guidelines on how to nurture children, but simply because our actions have undeniable effects, whether we see them or not. I choose to believe that the environment I create is shaping my children’s brains to be resilient, curious, open, and intellectual.

The Science of Nature and Nurture

From a scientific perspective, nature refers to the genetic blueprint each child is born with—their DNA, inherited from their biological parents. This blueprint influences traits such as eye colour, height, and even certain predispositions to temperament and personality. Nurture, on the other hand, encompasses the environment in which the child grows, including their relationships, experiences, and physical surroundings.

What makes infancy so fascinating is the interplay between these two forces. Research shows that even in the womb, an unborn child is already being shaped by environmental factors. For example, a mother’s stress levels or nutrition during pregnancy can influence the baby’s brain development and temperament. After birth, the wiring of the brain is profoundly influenced by interactions with caregivers, the quality of stimulation, and even how the baby is held and soothed.

At the same time, I am not trying to dismiss the importance of nature. Studies involving monozygotic (identical) twins, who share 100% of their genetic material, offer a unique window into how much genetics versus environment contributes to development. Remarkably, research has shown that even when raised in completely different environments, monozygotic twins often display striking similarities in traits such as intelligence, temperament, and even specific habits. There are reports and documented cases of separated twins who, upon meeting years later, discovered they had chosen the same careers, shared similar hobbies, or even named their pets the same. In contrast, dizygotic (fraternal) twins, who share only about 50% of their genetic material but grow up in the same environment, can be as different as strangers. Unlike monozygotic twins, their differences often reflect both genetic diversity and unique responses to the same environment. This stark difference demonstrates the powerful role of genetics in shaping certain aspects of personality and behaviour.

The question of where nature ends and nurture begins, however, remains elusive. Neuroscientists have discovered that genes and environments do not act independently of one another. Rather, they interact in dynamic and sometimes surprising ways. For instance, a child may be born with a genetic predisposition toward shyness, but a nurturing environment that encourages social interactions can help them develop confidence and reduce the impact of that genetic tendency. Similarly, a naturally resilient child may cope better with adversity, but the absence of a supportive environment could still hinder their ability to thrive.

Thus, as a mother aware of studies examining environmental impacts and who chooses to believe in their importance, I see nature as the provider of raw materials, while nurture being the shaper of how those materials are assembled into the person a child becomes. In other words, I am fully aware that my children will not be able to hear ultrasounds, as bats, dogs, and dolphins do. Humans simply do not have a genetic framework for it. However, I can help them learn and recognize sounds and words in the few languages I speak.

The Role of Caregivers in Nurturing Brain

We have established that caregivers play a crucial role in a child’s development. However, being a caregiver is not an absolute or straightforward task. It is easy to imagine an ideal scenario—a joyful interaction with a baby, where both caregiver and child are deeply engaged, a scene often sold to us by toy manufacturers. Yet, the reality of daily life with children can be quite different. As a mother of two pre-schoolers, I often have to remind myself that my actions, emotions, and behaviours are shaping my children’s brains. This reminder keeps me mindful of the way I act, speak, and express my feelings. The idea of helping children achieve their full potential is beautiful, and it is something I try to focus on, especially on “good” days—though, admittedly, these days are not as frequent as I would like.

Often, these reminders come with a sense of guilt. After all, I am human—I get tired, angry, frustrated, apathetic, helpless, anxious, and resentful, among other things. The awareness that my actions impact the development of my children’s brains can sometimes be overwhelming. I have studied how during the first few years of life, a child’s brain undergoes an extraordinary period of growth. I am aware that at this stage, neural connections form at an astonishing rate—about one million per second in the early months of life. These connections are shaped by the child’s experiences and interactions with the world around them. I recognise that the way we respond to an infant’s cries, the words we speak, the songs we sing, and the affection we offer all influence the development of their neural architecture. I know that, when a baby smiles and we smile back, it is more than just a heart-warming moment—it activates the brain’s reward system, encouraging the baby to seek more social interaction and laying the foundation for healthy emotional development. However, the practice of care giving is not a theory.

It is completely natural for caregivers to experience moments of tiredness, anger, and frustration, especially when balancing the intense demands of raising children. These emotions, while challenging, are a normal part of human experience and do not define the entirety of a child’s development. It’s important to remember that children’s brains are highly adaptable and resilient, and they are shaped by a complex interplay of experiences, both positive and negative. While negative emotions like frustration or anger might contribute to stress in the short term, the key factor is the overall balance of experiences a child has, including those moments of connection, comfort, and positive engagement. Research has shown that children’s brains are not simply passive recipients of experiences; they actively process and adapt to their surroundings, and they can be resilient to occasional negative interactions, particularly when they are followed by soothing, supportive, and nurturing responses.

Thus, I would like to remind everyone looking after small children that while occasional displays of anger or frustration are a normal part of parenting, it is the ability to repair those moments that plays a crucial role in a child’s development. The concept of “emotional repair” refers to a caregiver’s ability to recognize when they’ve been upset or stressed and to take steps to reconnect with the child in a warm and supportive way afterward. This helps children learn important emotional regulation skills and provides a model of how to manage difficult emotions. Furthermore, positive interactions—like responding to a child’s needs, engaging in shared play, or simply offering comforting words—help strengthen neural pathways associated with attachment, empathy, and resilience.

Conclusion

Understanding the dynamic relationship between nature and nurture brings a sense of awe and responsibility. As caregivers, we are not passive observers of a child’s growth; we are active participants in shaping the way they think, see the world, and respond to challenges. Every hug, every bedtime story, every moment of patience during a tantrum is a part of this process.

The relationship between nature and nurture is not a competition but a collaboration. As scientists, we may never pinpoint where one ends and the other begins, but as caregivers, we do not need to. What matters is that we embrace our role as part of the natural world shaping young minds and hearts. Whether you are a parent soothing your baby in the middle of the night, a carer planning a day of activities, or a childcare worker creating a safe and nurturing space -you are making a difference. You are helping to shape the way children will think, feel, and thrive in the world. And that, to me, is both a privilege and a calling.

Neuroscience: why it’s relevant for Early Years Practitioners

Written on September 9, 2020. Posted in Blog.

Neuroscience is the scientific study of the nervous system, which comprises of the central nervous system (the brain and spinal cord) and the peripheral nervous system (all other nerves that generally send and receive signals to and from the brain).

There are many branches in neuroscience, predominantly focussing on understanding the physiology of the brain and how it works. The ones that are most relevant for the Early Years practitioner include those that examine brain development and its relationship with behaviour and emotion.

We now know that 90% of brain growth happens before the age of 3 with estimates of more than 1 million new synapses (neural connections) being formed every single second in this time frame, faster than at any other time in life.

The brain has fascinated scientists for years, but neuroscience is still a relatively new field. However, the pace of new research is increasing, and we should be leveraging the newfound knowledge to help shape our approach to early years with the goal of improving health, behaviour and developmental outcomes.

By using imaging tools to study brain activity in response to varying stimuli, we have a better understanding of how the children’s environment and interactivity with others can affect their physical, emotional and behavioural development. This understanding builds on Early Years practitioners’ ability to notice signs of thriving and faltering, helps them to design the optimal environment for their children, and clarifies how different interactions with the children can lead to positive long-term outcomes.

Importantly, neuroscience for the Early Years practitioner should not replace the well-established practices that have come about from observational theorist research, such as from the likes of Bowlby, Ainsworth and Piaget. This is all still useful and relevant. Neuroscience in part helps explain some of those observations, but it can also take our understanding a step further, explaining why certain approaches do or don’t work. This is why neuroscience is an exciting addition to the armoury of the Early Years practitioner and could well become essential in the future.

Behaviour and the Brain: Amygdala Hijack

Written on September 1, 2020. Posted in Blog.

Behaviour and the Brain: Amygdala Hijack

In our brains, the amygdala is the region responsible for processing emotions. When triggered by stressful events, it heightens our emotional responses and overrides our ability to think logically or reason clearly. This is why, when we feel angry or scared, we may experience physical symptoms like a flushed face, sweaty palms, or a racing heartbeat. In such moments, the amygdala has essentially taken control, a phenomenon often referred to as an amygdala hijack.

Amygdala Hijack in Children

What is Amygdala Hijack?

In children, emotionally charged responses caused by amygdala hijack are often called meltdowns or temper tantrums. For instance, a two-year-old in the midst of a meltdown may scream, cry, and thrash on the floor, overwhelmed by emotions they cannot yet regulate.

Older Children and Stress

While meltdowns are more common in younger children due to their emotional immaturity, older children can also experience similar responses. Times of transition or stress—such as returning to school after a holiday—may feel overwhelming to a sensitive or anxious five-year-old, even if the situation seems minor to an adult.

Staying Calm to Help a Child in Distress

Helping a child through a meltdown is challenging, especially if your own emotions start to rise. To respond effectively:

Pause for a moment of calm
- before reacting, try counting slowly to five or taking five deep breaths.
Validate their emotions
- reassure them that their feelings are understood, even if their behaviour is not acceptable.

Responding Based on the Child’s Needs

Every situation is different, and how you handle a meltdown depends on factors like the child’s age, state of health, or whether they are hungry or tired. Here are some general tips:

Exhausted Young Children

Reasoning with a tired or overstimulated four-year-old is unlikely to help. Instead of engaging in lengthy explanations or trying to “win” an argument:

Suggest calming activities like reading a story together with their favourite soft toy.
Offer comfort in a quiet, soothing manner to help them regain a sense of safety and control.

Avoid Escalating the Situation

Arguing or insisting on being right will likely make the meltdown worse. Save explanations or discussions for a later time when the child is calmer and more receptive.

Supporting Emotional Regulation Over Time

Helping children learn to manage their emotions is a gradual process. By staying calm and offering support during stressful moments, you teach them valuable skills for self-regulation and resilience.

To learn about the neuroscience behind child development, have a look at our neuroscience courses here

When to start solids

Written on August 31, 2020. Posted in Blog.

Starting solids, often referred to as weaning, is when the baby starts to consume actual food. More recently, the term complementary feeding has been introduced to better reflect that starting solids happens alongside milk consumption rather than switching from milk to solids.

When should this happen?

The World Health Organisation (WHO) advises that starting solids should occur at 6 months of age, alongside breastfeeding. However, the Department for Health England use the phrase ‘at around 6 months’ and there is also the notion of a ‘critical window’ of between 4 and 6-7 months.

The Scientific Advisory Committee on Nutrition (SACN), who advise the government on public policy, have reviewed the evidence on a ‘critical window’ and concluded that this is not supported by experimental evidence. Furthermore, deferring to around 6 months is not associated with later difficulty.

Less than 4 months

Evidence shows that infants who start eating solids before 4 months are likely to be heavier at 7 and 14 months, although research is inconclusive as to whether this extends to longer term weight gain. However, there are other issues of introducing food too early. Infants need time to properly develop their digestive organs. Solids introduced too early can result in gastric bleeding and this can lead to iron deficiency anaemia. Also, renal (kidney) function will be suppressed. Solids will contain more minerals and salts than milk, and the infants’ kidneys will not be sufficiently developed to excrete the greater load.

More than 7 months

Milk, specifically breastmilk, is the best food to give infants in the first 6 months of their life, but at some point, the milk on its own is insufficient to support the ongoing development of the infant. The effects of delaying introduction of solids become greater and more diverse the longer the delay. Studies have shown that late introduction of foods can increase the risk of slowing growth, developing food allergies, and even developing leukaemia, although this is also linked to using formula (Schraw, J. et al. 2017).

Due to the difficulty in conducting controlled experimental trials, because of ethical and feasibility considerations, most data comes from observational studies and we are unable to define more specific guidance on when to start solids. Around 6 months is the best advice, and although all babies are individual, starting solids should not start before 4 months, nor later than 7 months, and a 2011 survey showed that 80% of parents in the UK had introduced solids by 5 months.

You can find out more about starting solids, including the signs of readiness, what to give, and tips on feeding, on our Starting Solids workshop.

What are you communicating?

Written on June 27, 2020. Posted in Blog.

Did you know that a human baby is born with 200 million brain cells? I find that number hard to comprehend. On top of that, these brain cells are yet to form the majority of their most vital connections.

A child’s experiences during the first five years of life are what create and recreate the connections that will help to form their outlook on the world for the rest of their life. We, the adults, have the huge responsibility of providing the best possible care and environments in order to allow this development or unfolding of the child to happen in the most helpful way.

As parents, we do our best every day and the unconditional love we carry for the child helps us to always be Winnicott’s ‘good enough parent’.[i] But what about the professional carer – nanny, childminder or nursery worker, for example? How can we ensure that we are delivering the best possible care for the children in our settings?

Babies have basic needs. Food, warmth, comfort and love – whether parental or professional. But they also need our support to work out who they are in relation to the world they find themselves in. So how can we help them to learn about themselves and the world? In what ways can we communicate with them to give them the best sense of self – to facilitate the formation of those neural pathways that will be most helpful to them as whole human beings?

Communication is key

There are still some who believe that babies don’t know how to communicate or understand what is happening to them. Beyond crying or cooing, what other means do they have, you may ask?

At the risk of telling you something you already know, here are several ways that babies have of letting us know how they are:

Differentiated pre-crying sounds[ii]
Choosing where to focus their attention
Holding or letting go of tension in their bodies
Shutting down (sleeping) when over-stimulated

Infants are helpless to look after themselves, but they are not helpless when those that care for them are tuned in to the different ways they have of communicating to us how they feel.

So, what about how and what we are communicating to babies each and every time we interact with them?

Again, it’s quite a responsibility we take on when we choose this life of caring for children. Here are some tips to help you think about the messages you send to the babies in your care.

#1 – How are you?

Who, me? Yes, looking after yourself is one way to make sure that you are doing the best for those you care for. If you’re not feeling good, the children in your care will know. Thinking about how you feel – your physical comfort when working, your mental health, whether you’ve eaten well or had enough sleep – will help you to be the best you can be. That benefits everyone!

#2 – What are your hands saying?

“A newborn … is already able to respond to the touch of an adult’s hand – by either relaxing or becoming tense … It only takes a few days for this interaction to develop … Thus, from the very beginning, positive or negative contact comes about between an infant and the caretaking adult.”[iii]

As the quote above suggests, our hands communicate many things to a child. The author, Dr Emmi Pikler – Hungarian Paediatrician (1902-1984)[iv] – was way ahead of her time, along with the likes of Maria Montessori and other radical thinkers of the age. She realised that babies are whole human beings with a full set of senses and emotions, and therefore must be looked after with particular care and sensitivity.

Paying attention to how you use your hands in relation to picking up, feeding or changing the nappy of a child will help you to send the message that their wellbeing is important to you.

#3 – Stop multitasking!

Whether you’re caring for one child or several, it’s likely that you’ll be working to some kind of agenda. You know how it goes – feed, nappy change, nap (Snapchat, laundry, tidying, etc.) and repeat.

It’s easy to get caught up in trying to achieve as much as possible as quickly as possible in order to get everything done. But why do you get those days when the children are a bit whiny, they don’t want to eat, they won’t go to sleep – nothing runs smoothly at all?

Chances are that if you stop trying to do everything at once and just focus on the task at hand, everything will start to make sense. It’s a kind of mindfulness, but not one that you need to sit in a quiet room with your legs crossed and get all zen for. All that’s required for this is to give your full attention to whatever it is that you’re doing. (And that includes your time on social media.)

When children feel that they have your full attention, they respond. They feel fully cared for and learn that you can be trusted and relied upon. And, you’ll notice that when you give your full attention to any task, you do it much better!

Which leads me to this…

#4 – With, not to.

Now you’re being mindful, how about letting the baby in your care know what you’re going to do BEFORE you do it? Letting an infant know that you’re going to pick them up gives them time to prepare. Letting them know that the wipe you’re going to use on their bottom is cold before you touch them will do the same. These actions are very intimate. They can be important opportunities to create bonds and trust. Let’s not waste them!

By treating the child in your care with this kind of respect, you are doing more to build the trust that they need to thrive and that you need in order to be able to guide them in the trickier moments. If they trust you, they are more likely to respond to your requests when there is something you need from them.

Letting them know what’s going to happen and allowing them to take part in the process makes you partners. You do things with them, not to them.

#5 – Slow down!

Lastly, for now, SLOW DOWN! Communicating with babies needs time. In order to allow a child space for understanding or assimilating experiences, babies and young children need to be able to process at their own pace. In everything you do with and for them, slow down. Even when you feel like you’ve done so, slow down even more. In the extra space you’ll create for the child in your care, you’ll find more space in which you can observe them and yourself and see the effects of all the small and important changes that you’re making to your practice.

To conclude, every action we take around the children we care for has an effect on their wellbeing. Children who are cared for in this way will find it easier to develop trusting relationships with others, at school, later at work, and when forming their own loving families. Of course, we can only do our best, but the better informed we are about the little ones in our care – their needs and potential for natural development – and the more work we do on ourselves to become happier, more contented carers, the better life will be for all.

[i] D. W. Winnicott, The Child, the Family, and the Outside World (Penguin 1973) p. 173

[ii] https://www.dunstanbaby.com/

[iii] https://thepiklercollection.weebly.com/uploads/9/4/5/3/9453622/the_competence_of_and_infant_full_-_pikler.pdf

[iv] https://pikler.co.uk/about

A man and woman looking at a book in a library

Guide on registering with OFSTED

Written on June 21, 2020. Posted in Blog.

HOW-TO GUIDE ON REGISTERING WITH OFSTED – CHILDCARE REGISTER (Updated for changes in 2020)

As of 8th July 2020, the government has moved all forms from Ofsted Online to the gov.uk portal (see news story)

To register on the Voluntary Part of the OFSTED Register you need to obtain the following:

UK criminal record certificate
First aid training
A minimum level 2 qualification in childcare training OR common core skills
Public liability insurance

The UK criminal record certificate, otherwise known as the Disclosure and Barring Service (DBS) check, is managed by Capita and can be obtained by following these 4 steps.

Before you start
Gather all necessary ID documents and details of your debit/credit card together so that you are ready for the application process.
For this you will need:
• a debit/credit card so that you can pay for the DBS
• originals of ID documents – a list of the suitable documents can be found in this link:

• https://www.ofsteddbsapplication.co.uk/sw-files/identity-checking-from-new.pdf

Step one

Read through the guidance for voluntary registration

Step two

Complete the online DBS application process, including providing payment.
Start your online application for the DBS via Capita e-bulk.

Where you are asked for: ‘Capita Organisation Reference’ type: OFSTEDP
You will also be asked to enter a password – just leave this blank.

More guidance can be found here.

Step three

After applying for a DBS, Capita must also be satisfied about your identity. There are two ways in which to have your ID checked, and this should be done within 1 month of your application.
Option 1 – using the Identity Checking Form
You can process the ID check by completing the Identity Checking Form
The process involves gathering relevant ID and completing the form. As the applicant you need to complete Part A of the form and then have someone from the list of ‘acceptable professions for responsible persons’ to look at your documents and complete Part B.

The form has details of the documents you can use and the people who can verify your documents as well as providing details on exactly what you need to do during the process.

The completed form and photocopies of relevant documents need to be scanned and sent to: capitadbs@capita.co.uk. Alternatively, they can be posted as per the instructions in the form.

Option 2 – using the Post Office checking service

If you do not have a person to check your documents then you can use your local post office to verify your identity, for a charge of £12.75. This involves taking your original ID documents and photocopies to a post office with your payment and the necessary completed form.

Step four

Registering with the DBS Update Service – this is not compulsory, but is very useful as it will persist your DBS proof. Without it, DBS certificates will only be accepted by OFSTED within the first three months of issue.

To register for the update service, you need to wait until you receive your certificate to get your certificate number. You can then register here. You must register within 30 days of the certificate being issued.

DBS Costs
DBS Enhanced Disclosure fee £40.00

Online application administration fee £6.80 OR paper/postal application administration fee £9.46

ID check completed by responsible person £1.30 OR ID check completed at the post office £12.75

For example if you are applying online and having your IDs checked via a responsible person you will be charged £48.10 (£40 + £6.80 + £1.30)

Once you have obtained your DBS Certificate you are ready to Register on the Voluntary part of the OFSTED Register.

FIRST AID TRAINING

You need to obtain a first aid certificate, appropriate for your setting. The first aid for work certificate is appropriate in a work setting, but is not sufficient when looking after pre-pubescent children.

This needs to be renewed every three years.

LSCS provides both 6 hour and 12 hour blended first aid training.

CHILDCARE TRAINING

To be added to the voluntary register, you need to have a minimum level of childcare training, which can either be at level 2, or the standalone Common Core skills, which is available at LSCS.

PUBLIC LIABILITY INSURANCE

You must have personal liability insurance, covering death, injury, public liability, damage or other loss.

GUIDANCE ON HOW TO REGISTER ON THE VOLUNTARY SECTION OF THE CHILDCARE REGISTER

There are now two routes to register depending on whether you are joining as a nanny or a childminder. You need to register and have an account to use the online services. During this process you will be given a Government User ID (12 digit number).

If you want to speak to someone about your application to register or need any help with the process, you can call the Ofsted Helpline on: 0300 123 1231

For additional tips on how to complete the online form please see the below:
Once you are logged in/registered a “Welcome to Ofsted’s on-line Services” message appears.
Click on the link on the left hand side of the page that says “Online Applications”.
On the next screen click on the text on the left hand side of the page that says “CR1 Application” this is the Application form for the Childcare Register. This form is the correct form for home child carers (nannies) to complete.
The information you will need to complete the application is:
• Ofsted URN or application reference
• Full five year address history
• Details of qualifications and training
• Details of referees

And you will need to complete the following sections of the online form:
A: Type of Provision
A1) select 3rd tick box – home child carer
A2) select 2nd tick box – voluntary
B: Applicants details – need to supply name, email address, date of birth and addresses for the last 5 years etc.
E: Setting details.
F: Suitability and Disqualification.
I: Consent – finally consent and submit.

Once you submit your registration, Ofsted will then send you an acknowledgement with an EY reference number – this will need to be quoted if you contact them. Once you are registered this number is replaced with a Registration Number.

They will send you any necessary information plus details on how to pay the registration fee (which is currently £103 for home child carers and has to be renewed annually). Ofsted aim to complete applications within 12 weeks and within this time applicants must pay an application fee, confirm that they have met the requirements of the childcare register, and satisfy any suitability checks needed to establish suitability for registration.
You will also be asked to send your certificates, the Common Core Skills & Knowledge certificate (or appropriate level 2 qualification), and 6 Hour Paediatric First Aid Certificate, either by post or by email.
Once your registration has been successful, Ofsted will issue you with your Certificate.

How to help your child develop empathy

Written on June 18, 2020. Posted in Blog.

Defining empathy and sympathy

Empathy is the ability to recognise the emotions of other people as conveyed by their words, tone of voice, facial expressions, or body language and to connect with them in a shared perspective. For example, if a friend or family member is upset and in tears, we may feel tearful too, showing that we acknowledge the person’s sadness and relate to it through our own empathetic response.

Feeling sympathy for someone is a more detached and cognitive response where we recognise and care about the feelings of others and also support them without becoming so emotionally involved.

Modelling a sympathetic response

As parents, teachers, or other caregivers, we should demonstrate sympathy towards children when they express strong emotions such as anger, fear, and frustration – even when this expression takes the form of negative behaviours such as lashing out. While preventing children from hurting themselves or others, we may also ease a challenging situation by acknowledging their feelings, for example, by saying ‘I know you feel angry right now…’ In this way, we become positive role models for children through our own responses, letting them know their feelings are recognised and respected. Over time, the development of mutual trust between adults and children paves the way for further discussion, helping children develop reasoning skills and find ways to manage their feelings, instead of being overwhelmed by them. The development of self-esteem, self-confidence and emotional resilience gives children a secure base from which they can begin to empathise with other people and in turn, show sympathy and support.

Targeted activities

We can also help children develop empathy through varied practical activities, such as the use of stories and role play.

Picture books

Choose well-illustrated picture books that present engaging characters and storylines to capture the attention and excite the imagination. Read the story with enthusiasm and use your facial expressions and tone of voice to suggest the emotions felt by the story characters. Let children have time to peruse the pictures before you turn over each page, particularly when the characters’ emotions are being described and are clearly illustrated. Once you have finished reading the book, you could briefly discuss with the children some aspects of the story, such as the characters’ emotional triggers and emotional responses at particular moments in the story. You might then ask the children if they have ever felt this way. While young children may be aware of common words that describe feelings, such as ‘happy’, ‘sad’ and ‘angry’, you can enhance their vocabulary development using words that describe more diverse and nuanced feelings such as ‘disappointed’, ‘anxious’ and ‘embarrassed’.

Puppet play

Introducing a puppet to young children is almost guaranteed to grab their attention! For this activity, you could also use a soft toy such as a teddy. Describe the emotions of the puppet or toy to the children, for example, say: ‘Teddy feels so excited today, he can hardly sit still!’ Ask the children to consider why teddy is feeling this way and let them offer their ideas. You could also have the children make their own puppets, such as hand puppets or finger puppets, using odd socks, felt or other craft materials. While they are busy, you can encourage them to think not only about naming their creation, but about their character’s particular traits and preferences. For example, is the puppet quite shy, or keen to meet new people? What games does the puppet like to play? What makes the puppet feel happy/sad/frightened?

At the vet’s

The care and concern we show not only for other people, but for animals, such as our pets, indicates the extent to which we can think beyond our own selfish or immediate needs and towards a wider perspective.

Encourage the children to talk about their own pets and discuss how we look after animals, such as by taking a dog for a walk, or cleaning out a rabbit hutch. Ask the children if any of their pets have been ill or injured, or have needed to visit a vet, and talk a little about a vet’s job and what it entails.

Create a role play area for the children based on your discussions with them and on the space and resources you have available. You could use soft toy animals or animal puppets as the ‘patients’ and children can take turns to role play the veterinary surgeons and their assistants. By joining in with the children’s play, perhaps by modelling the responses of a caring and concerned pet owner, you can help children develop empathetic awareness and foster their ability to adopt a caring, sympathetic attitude.

View our online courses here

Employment contracts and statutory rights

Written on September 10, 2019. Posted in Blog.

It is common for workers to believe that they do not have an employment contract unless they have a signed piece of paper in their possession. This is not necessarily true. If you perform work for someone else in return for money, you may have an employment contract. A number of factors affect whether or not someone is working under a contract of service (which means as an employee) or under a contract for services but the existence of a written employment contract is not one of them.

The key identifying criterion of a contract of service is mutuality of obligation. This means that the employer has an obligation to provide work and the employee has an obligation to perform it. If you are working under a contract of service, you have an employment contract.

Employment contracts may be written or oral. Oral contracts can be harder to enforce due to lack of certainty about what the parties have agreed. This is why, given the choice, many people prefer the relative security and certainty of a written contract.

Whether your contract is written or oral, you have certain minimum rights, which are given to you by statute (law). These are called statutory rights, and your employer must adhere to them. No form of employment contract can override your statutory rights.

Statutory rights

Your statutory rights entitle you to:

· receive the National Minimum Wage;

· protection against unlawful deductions from your wages or salary;

· receive the statutory minimum amount of paid holiday;

· receive the statutory minimum length of rest breaks;

· protection from being made to work more than 48 hours per week;

· decide to work more than 48 hours per week;

· protection against unlawful discrimination on the grounds of age, race (including ethnic or national origin, colour, or nationality), disability, religion or belief, sex, sexual orientation, gender reassignment, being married or in a civil partnership, or being pregnant or on maternity leave;

· protection for whistleblowing (which means reporting wrongdoing in your workplace); and

· not to be treated less favourably if you are a part-time worker.

You may also have statutory rights to sick pay, maternity, paternity or adoption pay, and to shared parental pay.

Written statement of employment particulars

All employers must provide their employees with a written statement of their terms and conditions of employment if that employment is due to last for one month or longer. Employers who provide written employment contracts almost always incorporate this written statement into the contract. However, employers who rely on an oral contract still have an obligation to provide a written statement of employment particulars. They must ensure their employee receives this document within 2 months of the start of their employment. However, if the employee is to be working abroad (for example, a nanny who accompanies her charges to another country due to a parent’s overseas’ job posting), the employer must provide this written statement before the employee leaves the United Kingdom.

As a minimum, the written statement of employment particulars must include:

· the business’s name;

· the employee’s name, start date, and either their job title or a description of their work duties;

· if a previous period of employment with the same employer counts towards a period of continuous employment, the starting date of that period;

· salary details (amount and frequency of payment);

· working hours, including any obligation to work weekends, nights, public holidays and to undertake overtime;

· holiday entitlement (which must also stipulate whether this includes public holidays);

· regular place of work, and whether the employee has any obligation to relocate if requested to do so;

· if the employee is expected to work in different places (for example, a nanny share alternating location between two separate addresses), details of the relevant addresses and the employer’s address;

· the notice periods that the employee or employer must give in order to end the employment relationship;

· if the job is temporary, the expected end date of employment;

· if the job is fixed-term, the end date of employment;

· details of pension arrangements;

· details of any relevant collective agreements;

· details of who to take a grievance to and how to complain about the handling of a grievance; and

· how to complain about a dismissal or disciplinary decision taken by the employer.

The Acas helpline is an excellent source of free guidance for employees with questions about their employment.

Man holding child hand Man holding child hand

Helping a child with anxiety go to school

Written on September 9, 2019. Posted in Blog.

Helping a child with anxiety go to school

Heading into school, whether it is for the first time or returning after a break is daunting for any child. Whilst many of them head in to school all excited and ready to face the challenges that it brings, for some, returning to school will cause severe anxiety for the child.

If you look after a child who has anxiety and is returning to school, then as a Nanny you are going to want to make sure that you can help them the best that you can. So, to help, we have put together some of the best ways that you can help a child who has anxiety head into school.

Talk to them and respect their fears and thoughts

Children have more feelings, thoughts and fears then you may give them credit for. It is a good idea to try and free up plenty of time to talk to them about how they are feeling about heading to school. Not only may this give you some clues as to what could be causing their anxiety, but it will also help them to get things off their chest too. Not only do you need to encourage them to talk, but you also need to make sure that you show their fears and thoughts some respect, don’t belittle the way that they feel, make sure that they feel that you understand and that you are taking things on board.

Speak to the school

Another important thing that you can do if the child you look after has some anxiety around school is make sure that you speak to the school about the issue. Not only will it be helpful to them to know that there is an issue, but you may also find that they have techniques and tips that you might not have thought of. You are not going to be the only person to have an anxious child and chances are that the school are well-versed in offering support to these children.

Keep their home routines as normal as possible

Going back to school or starting school is definitely going to throw a child’s normal routine out of whack. This means that it is going to be a good idea to try and keep things at home as normal as possible. If they have a certain time for dinner, a certain time for bed and also particular things that they like to do during the day, then keep these as is. Knowing that they are going to be heading home to something that they are used to is definitely going to help to control some of the anxiety that they are likely to be feeling.

You can’t always take away those feelings of anxiety that a child has, but what you can do is to find ways to help them to feel much better about the change that they are facing. You never know, in just a matter of a few weeks, when they have settled back into the routine, they may start to feel much more positive about school and much less anxious too.

Thank you!

Written on August 21, 2019. Posted in Blog.

Recently we asked you to give us feedback on how we were doing, many of you responded and the results were fantastic. We had some great comments and appreciate all that took the time to tell us how you felt.

The respondents had completed a range of our courses with 47% having completed a First Aid course, 19% a Maternity Nurse course, 14% our Cache Childcare Diploma (Nanny) course, 10% the Sleep training course and 30% not yet taking part in one of our courses.

It was lovely to read the positive comments about our courses with 84% of respondents saying our available courses met their needs with none saying the courses did not meet their needs. 94% of respondents said our courses were High Quality or Very High Quality with none thinking the courses were low quality.

Over 70% of respondents thought our courses were Excellent or Above average when considering Value for Money with again no respondents thinking we were Below average or Poor. This is an area we focus on and continually monitor similar childcare education providers to ensure we offer market leading rates.

There were positive comments about our website with respondents able to easily find information on our courses and Blogs.

There were a few interesting comments on courses we could offer in future, we are currently exploring these and will get back to you shortly – watch this space!

We always love to hear from you so if you have any thoughts you would like to share with us, be it on our courses or anything else, please get in touch by emailing info@childcarestudies.co.uk and don’t forget to follow us on our social media channels.

Meet our learners: Ami

Written on July 12, 2019. Posted in Blog.

Who are you?

My name is Ami, I am 27 and I have lived in London since 2007. I came from Romania with my family to start a new life.

Which courses have you taken and how have you found them?

I studied the Maternity Practitioner Programme at London School of Childcare Studies.

Maybe a lot of people are asking why? But believe me, when a women wakes up one morning and finds out that she will be a single mum with her first child, the first thing that is on her mind will be “how I am going to deal with this, I know nothing about babies?”.

It was really difficult, there was lots I didn’t know about babies – sickness, milestones, getting a routine, sleeping, feeding and much more. I passed through all these and now after 3 years I have the chance to get married and am planning a second child.

That’s why I chose London School of Childcare Studies to teach me the knowledge of how to care for a baby. Now I am not scared anymore to have a baby, I want to support and help other mums who pass through this or will pass.

London School of Childcare Studies changed my life. I made new friends, the trainer was a lovely women who gave me confidence in myself. This course is amazing – I have applied lot of things I learned in my practice and I can see the difference, I feel more secure that I know what I am doing.

From Learning to Earning

If you love babies, if you want to earn good money or just feel more confident taking care of your new baby definitely use London School of Childcare Studies, I guarantee you wont regret it ! 😃

Meet our learners: Piroska

Written on July 12, 2019. Posted in Blog.

Who are you?

My name is Piroska. I work as a full time nanny in London. I have looked after a 5 year old girl since she was a week old. I love children and I have worked in this industry for 7 years, previously I was a nursery assistant in a private Jewish nursery.

Which courses have you taken and how have you found them?

I first met London School of Childcare Studies about 4 years ago when I decided to complete my Ofsted registration.

My first course was the Common Core Skills course. I liked the place because it was very clean and we got lunch as well. Renata was very caring and she helped me with my DBS check application. My boss was planning to have another baby so I decided to complete the Maternity Nurse Practitioner programme. From my previous very positive experiences with London School of Childcare Studies I knew I wanted to do the course with them. The course teacher was very well informed and professional.

Later, as the little girl I look after grew, I decided to take the Healthy Eating course then the Managing behaviour course. I absolutely loved the idea that LSCS provided all these courses. They gave me confidence to explain to my boss what needed to be changed in the little girl’s eating habits – initially, they didn’t accept my opinion as I wasn’t an expert but after the course I could say that the nutritionist said it not me. The Managing behaviour course helped me to deal with behaviour issues more efficiently.

All the trainers were professional and had lots of experience on their fields.

From Learning to Earning

One main reason I decided to complete these courses was to become an expert in my field, they make my CV more attractive and if I need to find another job I will have more opportunities and I can ask a higher rate.

Meet our learners: Alexandra

Written on July 10, 2019. Posted in Blog.

Who are you?

I am Alexandra and I am a Private Nanny, Maternity Nurse and Sleep Support Worker.

I am from London UK and am currently working in Dubai. I have been in the industry for 10+ years and have travelled to Australia, United Arab Emirates and Qatar as well as the United Kingdom. I currently look after three children; two-year-old twins and a nine-month-old baby.

I own my own nanny business, Nanny Alex, we work with international parents who need extra support in their households (which is a lot of parents) – www.nannyalex.co.u k

Which courses have you taken and how did you find them?

I have completed all my training through London School of Childcare Studies; Sleep Practitioner, Healthy Eating, First Aid, Maternity Practitioner and the OFSTED Course. I have made a lot of friends through LSCS, many of whom I speak to daily. I will continue to promote London School of Childcare Studies to all my friends and those in our profession.

From Learning to Earning…

I can honestly say that every course I have done with London School of Childcare Studies has affected my career in a positive way. I have also made so many lifelong friends.

A woman playing with a child on the floor A woman playing with a child on the floor A woman playing with a child on the floor

How do I become a nanny in the UK?

Written on June 24, 2019. Posted in Blog.

Being a nanny can be a very fulfilling job and indeed a vocation. A nanny is an extremely important and influential part of a family’s life and is trusted by the parents with the most precious things they have – their children.

There are no legal qualifications required to become a nanny in the UK. However, parents will want to be as sure as possible that you can cope with the job – they will be looking for three key factors – qualifications, personality and experience.

Qualifications and Training

At London School of Childcare Studies we offer the Early Years Diploma, a unique and affordable childcare course which offers nationally recognised qualifications combining two professional Diplomas to bring you an understanding of the public and private sector when looking after children – both bring their own set of skills and responsibilities.

One simple way you can show you are serious about being a nanny is to join the voluntary section of the OFSTED Childcare Register.

Additional courses or workshops attended will help to show your capability and willingness to a new employer and excel your CV ahead of others. We have many courses to boost your nanny career on our website childcarestudies.co.uk

What kind of personality do you need to become a nanny?

There are certain traits that are expected from a nanny.

If you are thinking about becoming a nanny, ask yourself the following questions and take time to contemplate how you would address them in an interview situation:

Am I responsible?
Am I trustworthy?
Am I a good communicator?
Am I fit and healthy?
Am I good listener and do I get on with people well?
Do I have a sense of humour?
Am I interested in what is happening around me, do I enjoy learning?
Am I safety conscious?
Am I empathetic and caring?
Am I confident?

If you can answer “Yes” to the questions above, try and bring these out by using examples in your CV and make sure you express them during the interview process.

Experience

Experience is vital and your CV is your first chance to present yourself, parents will be asking themselves questions like:

What is your experience so far?
Have you looked after the children the same age as theirs?
How far did your responsibility extend?
How long did you stay in the job?
Why you have left?
Have you worked in their area?

As you gain more experience you will want to work through the steps below.

If you have little or no experience, you may want to consider some of the options below:

Contact babysitting agencies
Put an ad in local newspapers, newsagents or social media groups
Post an advert in a local school
Ask a neighbour
Visit the local playgroup or after school club and offer to help – do it for free or for very little money – your objective is to get experience and references

If you have some references and experience or experience with your own family or volunteering as above:

Okay, so you enjoy working with children and you are getting a good response from them and those you have worked for. You are confident that you would like to be a Nanny or Childminder.

At this stage considering you may have some references – keep getting babysitting jobs, voluntary work and enrol yourself on our course, or another suitable course.

If you are able, going abroad as an Au Pair is a great opportunity to test your ability to work closely with children or a family and gain a good reference.

When you have over 200 hours of experience with good references:

You now understand what working with children involves and can demonstrate this confidently to a future employer both in your CV and in person.

At this point you can really start looking for something more permanent and progress your career. There is always huge demand for live in help, and if you have no commitments I would strongly recommend you go and live with a family. You can have an arrangement where you are working and living there and on the weekends you go home.

The type of the position you should be looking for is called Parents Help and is where you are either working alongside the parents or with older children.

If this is not an option, and you only are looking for live out position, it might be slightly harder to find, but it is not impossible. There is a huge demand for after school nannies, especially in London, where you drop children to school and pick them up after. You do homework with them and prepare their dinner, babysit and so on.

After working as a Parents Help for at least 1 year, and having excellent references you will be ready to go out and start to look for a job as a nanny.

Bonus Tip: Any ‘good’ Nanny vacancy advertised will receive over 200 replies. So it is crucial that you give yourself the very best start possible – make an impression!

If you would like further impartial advice and to find out more about courses from London School of Childcare Studies get in touch today:

T: 020 3551 9373
e: info@childcarestudies.co.uk

Useful Course Links

Nanny Course https://childcarestudies.co.uk/ncfe-cache-level-3-award-home-based-childcare-nanny/

Cache Level 3 Diploma For Early Years Workforce

Comprehensive 12 -18month course that will also give you the opportunity to work as a licenced practitioner in a nursery or in school in reception class.

https://childcarestudies.co.uk/early-years-diploma/

Useful Blog Links

https://childcarestudies.co.uk/2018/12/21/level-3-accredited-course-not-always-a-proper-qualification/

Nanny survival guide – 5 top tips for travelling with families

Written on June 23, 2019. Posted in Blog.

Be prepared

Before you go have a proper chat with your bosses about what they expect, where you’re going, what there is to do with the kids and in your time off, when you’ll be working (and when you’ll be free), and what you need to take! The more information you have ahead the fewer questions you’ll need to ask when you’re there and you can just get on with it. Earn uber-nanny points for preparing easily portable activities for the plane/train/car ride.

Lend a hand

Keeping with the theme here (Brownie points if you spot it) muck in if you find you’re standing idle. Your bosses will appreciate it and you’ll reap the rewards later. Besides if you’re at a villa in the middle of nowhere or on a desert island you don’t have anything better to do. Great nannies don’t always just take the fun jobs like playing in the pool with the kids though – they let the parents do that and prepare lunch/tidy up or let the parents finish their meal in peace while everyone else goes back to chill out and get ready for bed.

Let it go, let it go….

Not your circus, not your monkeys. Your bosses are going to do things differently when they’re in charge so let them. It’s not worth winding yourself up over anything. What happens on holiday stays on holiday for the parents (sadly not for you!) so you probably won’t see their best parenting. They’re going to give in to demands for ice cream and bedtime will be way later than you think reasonable! But unless they’re expecting you to uphold the rules you need to shrug and plan a week of getting back on track when you get home.

Take 5

Sometimes you need space. Go have a nap, go for a walk, lock yourself in the loo (just make sure there’s more than one before you do this). Taking a break before it all gets too much preserves everyone’s sanity. If you’re not used to living in then having a bit of headspace is even more important for everyone. Just let your boss know that you need a bit of time away for your own sanity and you’ll come back refreshed.

Enjoy!

It might not be your holiday but nobody wants a Moaning Minnie along so make like Pollyanna and see the positives all around. Sun and a pool or even a beach beats staying at home!

How to say no to your employer

Written on June 14, 2019. Posted in Blog.

One of the hardest things to do when you work closely with your employer is to know how to (and of course when to) say no to anything that they may ask of you. The thing to remember is that sometimes it is okay to say no. Especially if it is something that is not within your remit, or it is something that you do not feel comfortable doing.

But how do you do it? How do you tackle saying no to someone who you work so closely with?

Give them a valid reason why you are saying no

Sometimes, one of the best things that you can do when you are going to be saying no to someone, is give them a reason why you are saying no. If they know the reasons behind it then they are more likely to react positively to it. Not only this, but it also gives you a chance to think about it properly and figure out why you don’t want to do it.

Offer an alternative

It is also a good idea, if you can, to think about whether or not there is an alternative that you can offer them. By showing them that there is another approach or another solution, there is a much greater chance that they are going to take your refusal well and that you won’t cause any long-term issues.

Remove any emotion

We know that it is easier said than do, but it is incredibly important that you try and remove any emotion from the situation if you can. Emotion can lead to anger, which can lead to arguments and you should never be in a situation whereby you are arguing with your employer. Not only can this cause you resentment, but you may even find that it affects your future employment.

Be brave

It may sound obvious, but one of the best things that you can do when you want to say no to your employer is to be brave. It is scary to think that you are going to say no, but you never know how they are going to react. They may understand exactly what you are saying, they may agree with your reasons and they may go back on what they have asked. All without any conflict.

As you can see, it may seem scary to say no to someone who you work for and that you care about. But it is sometimes the best thing that you can do. Take a deep breath, be brave and say what you feel. If you keep calm and take away any emotion from the situation, then you may be surprised by just how well it will go.

child sleeping blog childcare child sleeping blog childcare

How irregular bedtimes can have a huge impact on your child

Written on June 10, 2019. Posted in Blog.

We have all had times when our children have headed to bed a little bit later than normal. This could be due to a party, a special event, or simply as a treat for them. As a one-off, this isn’t going to have too much of an impact on them, apart from maybe being a bit grumpy the following day. But it is when irregular bedtimes become a regular occurrence, this is when the problems can arise.

A study within the UK took a look 10,000 children and their bedtime habits. It showed that children with non-regular bedtimes will be much more likely to have behavioural difficulties than those that have a more regular bedtime routine.

Why is this? Why do children seem to need a routine at bedtime so much?

Irregular bedtimes mean less sleep

One of the biggest impacts of irregular bedtimes on children is that it is likely to mean that they are not getting as much sleep as they need. As soon as a child hits school age (4 and over) they are going to need to make sure that they get between 10 and 12 hours of sleep every single night. If they are heading to bed late on a regular basis, yet are still getting up the same time the next morning, then they are going to be getting a lot less sleep than they need. This will mean that they are going to be tired and grumpy the following day and will find it hard to concentrate.

Children learn that a set time and routine means sleep

A common problem that many children seem to have when it comes to bedtime is dropping off to sleep and then staying that way. The thing that we need to remember about children is that they are creatures of habit and they learn by repetition. If you stick to the same bedtime every single night, as well as the same routine (such as a warm drink, a story and a quick snuggle) then they are going to know that it is time to go to sleep and they will find it much easier to drop off and then stay asleep.

A child that doesn’t get enough sleep due to a late bedtime, or perhaps because they find it hard to fall asleep, is going to feel tired the next day. They are going to find it hard to concentrate on their school work, they are going to lack energy and they may even feel upset that they are so tired.
This will not only have an impact on their behaviour, but it will also have an impact on their mood and how they feel about themselves too. They may find school difficult, they may find it hard to socialise with their friends and there is also a much higher chance that they will mis-behave too.

It is easy to see why it is so important to make sure that you understand the importance of your child not only getting to bed at a regular time, but having a routine too. Make an effort to get them to bed at a good time and we can promise you that you will soon see the benefit.

Author: LSCS-moderator

Ingredients

Method

STEP 1

STEP 2

Developing Imaginative and Creative Play Opportunities

🌍 Imaginative Role Play and Creative Set-Ups

🎨 Creative Arts and Messy Exploration

🌱 Construction and Small World Play

Where Love and DNA Meet: Navigating Nature and Nurture Together

The Science of Nature and Nurture

The Role of Caregivers in Nurturing Brain

Conclusion

Behaviour and the Brain: Amygdala Hijack

Amygdala Hijack in Children

What is Amygdala Hijack?

Older Children and Stress

Staying Calm to Help a Child in Distress

Responding Based on the Child’s Needs

Exhausted Young Children

Avoid Escalating the Situation

Supporting Emotional Regulation Over Time

#1 – How are you?

#2 – What are your hands saying?

#3 – Stop multitasking!

#4 – With, not to.

#5 – Slow down!

Defining empathy and sympathy

Modelling a sympathetic response

Targeted activities

Picture books

Puppet play

At the vet’s

View our online courses here

Be prepared

Lend a hand

Let it go, let it go….

Take 5

Enjoy!